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Read & Write for Google is a fantastic Chrome app that was initially free then moved to a premium subscription model. Today, I learned that it is again free for educators.

Read & Write is a Google Chrome Web App that increases the accessibility of the text of documents in your Google Drive account. After installing the app you will see a Read & Write tab appear at the top of your browser window whenever you have a document open in Google Drive. Clicking that Read & Write tab will open a menu of accessibility options.

Some of the accessibility options include a picture dictionary and a talking dictionary. To use either dictionary just highlight a word then click on the dictionary that you want to use. The dictionary that you select will pop-up in your document. Read & Write will also read the text of your documents aloud. In the settings menu you can select from nine voices and three playback speeds. Learn more about Read & Write in the video below.

To get Read & Write for Google for free, follow these directions from the developers.
If you are a teacher, and do not already have Read&Write for Google installed, head to the Chrome Store and download it before registering for your free subscription. If you already have a trial or an expired trial, go torw.texthelp.com/drive/home/RegisterTeacher and register by filling out the Teacher Registration form with your name, email, school, administrator, and other details that confirm your eligibility. Note: Be sure the email you provide is the same as the one you used to download Read&Write for Google.
Click here to read the announcement from Text Help, the developers of Read & Write for Google.

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Read & Write - A Great Chrome App That is Now Free for Teachers

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Read & Write for Google is a fantastic Chrome app that was initially free then moved to a premium subscription model. Today, I learned that it is again free for educators. Read & Write is a Google Chrome Web App that increases the accessibility of the text of documents in your Google Drive account.

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AMDi is a leading manufacturer of AAC Devices, AT Switches & Sensors and the iAdapter case, an iPad case for special needs.

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For over 50 years, PRC has been a leader in giving a voice to those who cannot speak for themselves. Since our founding in 1966, PRC has paved the way in the development of speech-generating devices (SGDs) and continues to innovate in the field of augmentative and alternative communication.

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19 Subscribe to our newsletter! Close Success! Validation Error, please refresh the page and try again. For over 50 years, PRC has been a leader in giving a voice to those who cannot speak for themselves.

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Communication apps, speech generating devices, eye trackers and eye gaze/eye-controlled devices for people with disabilities and special needs who require AAC.

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Last year, I worked with mod-severe elementary students on the autism spectrum. Talk about needing AAC tools for communication! I had a WIDE range of skills going on in my K/1st grade and 2nd/3rd grade classes and needed some support with how to serve them all. I was making communication boards as I could, but was still struggling to have visuals for everything! My district sent me to a year long course (6 full day sessions) on AAC assessment and the training introduced me to CORE BOARDS.

I made a visual schedule for a parent that was reporting that her son was struggling with transitions. Above are my CORE boards with fringe vocabulary that I used for bubbles. I printed a CORE board and glued to a file folder. Then I laminated it and added velcro, so I could interchange the fringe vocabulary for whatever toy or activity I was using. I used the CORE boards with my non-verbal kids AND with my kids who were talking, but NOT generalizing their speech in different contexts or were not using different functions such as yes/no questions, greetings, opinions, sharing information, commenting and asking questions. I personally had great success using low tech communication tools with these students. Many of them started to greet me by name (melted my heart) and I had a little guy say "speech time" any time I showed up to their class.

My visual necklace was a great resource to have because I always knew that wherever I was on campus, I always had visuals commands that I could use with students. No joke, the teacher told a student "go wash your hands" and the kid just sat there. I walked over and said the EXACT SAME THING and showed him the wash hands symbol, the kid got up and washed his hands. Of course, there are those little ones that heard the teacher just fine and are choosing to say put. In those cases, a behavioral incentive may be the ticket to getting those hands washed!

I had a couple of students who were 5 years old and had minimal verbal speech. One of the students did a lot of singing and echolalia, but not a lot of functional speech. As I was soon discovering about my therapy, all we were really working on was requesting. This of course is not a bad place to start, but as I was taking the AAC class, I forgot about ALL the other functions of communication. It is very functional and typical for toddlers ages 12-24 months to begin to understand greetings and use gestures/ single words "hi" and "bye" with familiar people. My 5-6 year olds were not greeting me or responding to my greetings with words or a wave. They usually came physically over to me or familiar staff to communicate that they saw me. I tried to create some visuals to help them to work on responding and initiating greetings.

I made this for one of my who had multiple disabilities including being deaf. She had cochlear implants, but would not keep them on consistently. She could put 2-3 icons together and go to different pages on Proloquo 2 go, but she would often just use the communication app to do her own thing even if we locked her in to the one app. The teacher also struggled to use the communication app with her because the other students would get mad if they saw her using an IPAD and they didn't get one. So, I came up with a low-tech communication board that would allow us to have visuals at all times to communicate with her. I included a CORE board for frequently used commands the teacher used with the students such as "clean up", "wash hands", "great job".

I have been storing all of these AAC materials in file folders in a filing cabinet and shoving the little pieces in plastic bags and feeling a bit disorganized with all the visuals. I went in search of an organization solution on amazon. I took a chance with this Poly Zip Files (amazon affiliate links included for your convenience) and am SUPER satisfied with this purchase!!

It has 15 letter sized zipper pouches and 5 check sized pouches that fit in the plastic container. I like having things all in one place and this allows me to store most of my AAC tools in this container.
Click Here To Get Two Free AAC Boards!
The AAC training really emphasized that using visuals with my autism students whether they were verbal or not would help with generalization of communication beyond just requesting. I grabbed those CORE boards and ran with it because I had NO time for prepping visuals (I had 80 kids on my caseload). The CORE boards contain the most frequently used words that toddlers use. You can elicit TONS of communication functions with just 20 words. In therapy, I model my language using the CORE board as a way to show them how to communicate with the board.

If you want to see my starter kit in action, go check out my AAC Starter Kit tour on youtube! I am hoping to get some small videos using the CORE boards with my 2 year old to help with demonstrating.

I have been learning A LOT about AAC and do not consider myself an expert by any means, but the visuals in this kit are aligned with evidence based practices for teaching functional communication. If you think this is something that would be helpful for your caseload, you can grab the kit HERE! Enter below for your chance to win this starter kit. It is a great time saver and helpful tool.
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AAC Tools For Communication: Low-Tech AAC Starter Kit To Increase Communication With Nonverbal/Limited Verbal Students - thedabblingspeechie

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Last year, I worked with mod-severe elementary students on the autism spectrum. Talk about needing AAC tools for communication! I had a WIDE range of skills going on in my K/1st grade and 2nd/3rd grade classes and needed some support with how to serve them all.

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Instructions for Downloading & Making Ringed Cue Cards: 1. Below, click on PDF - Card #1 - (repeat with all cards) 2. Save & Print 3. Laminate...

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Indiana Institute on Disability and Community

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High School Students with Disabilities Achieve Better Outcomes in Inclusive Academic Settings
Indiana high school students with disabilities who spent 80% of their educational time in general education classrooms scored higher on state reading and math assessments and were better prepared for postsecondary education and employment opportunities than their peers in less inclusive settings, according to a new study by Indiana University researchers.

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Indiana Institute on Disability and Community

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High School Students with Disabilities Achieve Better Outcomes in Inclusive Academic Settings Indiana high school students with disabilities who spent 80% of their educational time in general education classrooms scored higher on state reading and math assessments and were better prepared for postsecondary education and employment opportunities than their peers in less inclusive settings, according to a new study by Indiana University researchers.

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Word Boards with Morphology for Instruction and Practice

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Word Boards with Morphology for Instruction and Practice

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Choose items with plural markers, and verb tensing markers (-ing, -ed)

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A low-tech option is a great tool as a back-up to the dedicated solution, use for modeling or during water activities. These low-tech printable options are available to support some of the WordPower ™ files. Pre-made downloadable options are offered for the WordPower42 Basic, 60 Basic, 60 and the 108 location files. Note the 108 location option will include a full page flip to verbs. WordPower48 Español Básico recently joined the WordPower low-tech family. The flipbook downloads include instructions to make the flipbooks for these great low-tech options. These options are designed with flips to the access more vocabulary within various categories, similar to the way you would navigate the vocabulary on a NovaChat® or ChatFusion™.

*Please note that printers may have variations that cause downloaded pages do not line up perfectly. It is recommended to print, laminate, cut and check the alignment of the flips before you punch holes. Adjust by cutting or aligning flips before punching holes.

You will find personal manual communication board options and poster size options. The manual communication boards can be printed on standard or legal size paper. The poster size options allow you to customize the size. We have tried printing at 34.5 by 53 inches with success. In addition to the 88 location Core Words Poster, you will find an option to download the individual core words (grouped 4 on a page) to create pull-offs to the poster or build the poster through individual buttons.

If you want to create your own customized low -tech option, check out the video tutorial providing you with a how-to demonstration. The ChatEditor software is used to customize the low tech options. Create a low-tech option using the customized NovaChat or ChatFusion file.

Virtual Background

Flip Options

Personal Manual Communication Boards

Cantonese Translation
Russian Translation
Japanese Translation
Traditional Chinese Translation
Poster

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An overview of the multi-year, iterative development project to create the Project Core implementation model for teachers and classroom staff.

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Word Boards with Morphology for Instruction and Practice

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Word Boards with Morphology for Instruction and Practice

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Choose items with plural markers, and verb tensing markers (-ing, -ed)

# data[].attributes.attachment_link.readable_text
A low-tech option is a great tool as a back-up to the dedicated solution, use for modeling or during water activities. These low-tech printable options are available to support some of the WordPower ™ files. Pre-made downloadable options are offered for the WordPower42 Basic, 60 Basic, 60 and the 108 location files. Note the 108 location option will include a full page flip to verbs. WordPower48 Español Básico recently joined the WordPower low-tech family. The flipbook downloads include instructions to make the flipbooks for these great low-tech options. These options are designed with flips to the access more vocabulary within various categories, similar to the way you would navigate the vocabulary on a NovaChat® or ChatFusion™.

*Please note that printers may have variations that cause downloaded pages do not line up perfectly. It is recommended to print, laminate, cut and check the alignment of the flips before you punch holes. Adjust by cutting or aligning flips before punching holes.

You will find personal manual communication board options and poster size options. The manual communication boards can be printed on standard or legal size paper. The poster size options allow you to customize the size. We have tried printing at 34.5 by 53 inches with success. In addition to the 88 location Core Words Poster, you will find an option to download the individual core words (grouped 4 on a page) to create pull-offs to the poster or build the poster through individual buttons.

If you want to create your own customized low -tech option, check out the video tutorial providing you with a how-to demonstration. The ChatEditor software is used to customize the low tech options. Create a low-tech option using the customized NovaChat or ChatFusion file.

Virtual Background

Flip Options

Personal Manual Communication Boards

Cantonese Translation
Russian Translation
Japanese Translation
Traditional Chinese Translation
Poster

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Featured Post

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Visuals " English Visuals " English Visual Demonstration Videos

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Access free AFIRM online modules and resources for each of the 27 evidence-based practices

identified by the National Professional Development Center
on Autism Spectrum Disorder (ASD). Sign up now.

Free COVID-19 Toolkit:

Free resources for supporting children and youth with ASD during uncertain times such as COVID-19 social narratives, hand washing task analysis, and calming strategies.

Earn a free professional development certificate

for completing each EBP module

Learn with AFIRM

through engaging case examples, videos, and interactive assessments

Download resources and materials

that support your use of EBPs with children and youth with ASD

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Access free AFIRM online modules and resources for each of the 27 evidence-based practices identified by the National Professional Development Center on Autism Spectrum Disorder (ASD). Sign up now. Free COVID-19 Toolkit: Free resources for supporting children and youth with ASD during uncertain times such as COVID-19 social narratives, hand washing task analysis, and calming strategies.

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Who are Students with Significant Cognitive Disabilities?

This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

Universal Design for Learning

This self-directed module provides an introduction to Universal Design for Learning as it relates to the Common Core State Standards and students with significant cognitive disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

The Common Core State Standards: An Overview

This self-directed module provides an introduction to the Common Core State Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment.

Online Self-directed Module Facilitated Module Materials for Groups

DLM Essential Elements Overview

This self-directed module provides an introduction to the Essential Elements that were developed by the Dynamic Learning Maps Consortium to provide links between the Common Core State Standards and grade specific expectations for students with significant cognitive disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

DLM Claims and Conceptual Areas

This module describes the system of Claims and Conceptual Areas that organize the DLM Alternate Assessment system. Understanding this system will support educational teams as they begin to identify instructional priorities for students with significant cognitive disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

Effective Instruction in Mathematics

This self-directed module provides an on overview of the effective instructional practices for Mathematics and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

Online Self-directed Module Facilitated Module Materials for Groups

Individual Education Programs Linked to the DLM Essential Elements

This self-directed module focuses on the process of writing SMART annual goals and short-term objectives or benchmarks that are linked to the DLM Claims, Conceptual Areas, and Essential Elements. This module should be used in conjunction with information provided by each state education agency regarding IEPs.

Online Self-directed Module Facilitated Module Materials for Groups

Principles of Instruction in English Language Arts

This self-directed module provides an overview of principles of instruction in English Language Arts in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

Online Self-directed Module Facilitated Module Materials for Groups

Math Claim 2: Students demonstrate increasingly complex spatial reasoning and understanding of geometric principles

Basic Geometric Shapes and Their Attributes

Composing and Decomposing Shapes and Area

Perimeter, Volume, and Mass

Properties of Lines and Angles
Online Self-directed Module Facilitated Module Materials for Groups

DLM Science Standards Framework Part 1

Part one of this module provides an introduction to the disciplinary core ideas, science and engineering practices, and crosscutting concepts of the DLM Science framework and the relationship of this framework to A Framework for K-12 Science Education and the Next Generation Science Standards.

Online Self-directed Module Facilitated Module Materials for Groups DLM Science Standards Framework Part 2

Part two of this module provides an overview of the DLM Essential Elements for science and the design of DLM science testlets.

Online Self-directed Module Facilitated Module Materials for Groups Science and Engineering Practices Part 1

Part one of this self-directed module provides guidance on how to engage students in the science and engineering practice that is specified in an Essential Element.

Online Self-directed Module Facilitated Module Materials for Groups Science and Engineering Practices Part 2

Part two of this self-directed module provides guidance on how to make connections to the DLM ELA and Math Essential Elements through the science and engineering practices that are specified in the DLM Science Essential Elements.

Online Self-directed Module Facilitated Module Materials for Groups Instructional Strategies for Teaching DLM Science Part 1

Part 1 of this self-directed module provides an introduction to teaching science using an inquiry-based model, the 5E model.

Online Self-directed Module Facilitated Module Materials for Groups Instructional Strategies for Teaching DLM Science Part 2

Part 2 of this self-directed module provides guidance on the use of the 5E model, strategies to employ in each of the 5E model stages, and connections between UDL and the 5E model.

Online Self-directed Module Facilitated Module Materials for Groups Instructional Strategies for Teaching DLM Science Part 3

Part 3 of this self-directed module provides guidance on DLM science resources to use while planning science instruction based on the 5E model.

Online Self-directed Module Facilitated Module Materials for Groups

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Dynamic Learning Maps Professional Development

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Who are Students with Significant Cognitive Disabilities? This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities.

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More Visual Supports and Communication Boards

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More Visual Supports and Communication Boards

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Search Results free apps for android and ios : PrAACtical AAC

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Instructions for Downloading & Making Ringed Cue Cards: 1. Below, click on PDF - Card #1 - (repeat with all cards) 2. Save & Print 3. Laminate...

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Who are Students with Significant Cognitive Disabilities?

This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

Universal Design for Learning

This self-directed module provides an introduction to Universal Design for Learning as it relates to the Common Core State Standards and students with significant cognitive disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

The Common Core State Standards: An Overview

This self-directed module provides an introduction to the Common Core State Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment.

Online Self-directed Module Facilitated Module Materials for Groups

DLM Essential Elements Overview

This self-directed module provides an introduction to the Essential Elements that were developed by the Dynamic Learning Maps Consortium to provide links between the Common Core State Standards and grade specific expectations for students with significant cognitive disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

DLM Claims and Conceptual Areas

This module describes the system of Claims and Conceptual Areas that organize the DLM Alternate Assessment system. Understanding this system will support educational teams as they begin to identify instructional priorities for students with significant cognitive disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

Effective Instruction in Mathematics

This self-directed module provides an on overview of the effective instructional practices for Mathematics and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

Online Self-directed Module Facilitated Module Materials for Groups

Individual Education Programs Linked to the DLM Essential Elements

This self-directed module focuses on the process of writing SMART annual goals and short-term objectives or benchmarks that are linked to the DLM Claims, Conceptual Areas, and Essential Elements. This module should be used in conjunction with information provided by each state education agency regarding IEPs.

Online Self-directed Module Facilitated Module Materials for Groups

Principles of Instruction in English Language Arts

This self-directed module provides an overview of principles of instruction in English Language Arts in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

Online Self-directed Module Facilitated Module Materials for Groups

Math Claim 2: Students demonstrate increasingly complex spatial reasoning and understanding of geometric principles

Basic Geometric Shapes and Their Attributes

Composing and Decomposing Shapes and Area

Perimeter, Volume, and Mass

Properties of Lines and Angles
Online Self-directed Module Facilitated Module Materials for Groups

DLM Science Standards Framework Part 1

Part one of this module provides an introduction to the disciplinary core ideas, science and engineering practices, and crosscutting concepts of the DLM Science framework and the relationship of this framework to A Framework for K-12 Science Education and the Next Generation Science Standards.

Online Self-directed Module Facilitated Module Materials for Groups DLM Science Standards Framework Part 2

Part two of this module provides an overview of the DLM Essential Elements for science and the design of DLM science testlets.

Online Self-directed Module Facilitated Module Materials for Groups Science and Engineering Practices Part 1

Part one of this self-directed module provides guidance on how to engage students in the science and engineering practice that is specified in an Essential Element.

Online Self-directed Module Facilitated Module Materials for Groups Science and Engineering Practices Part 2

Part two of this self-directed module provides guidance on how to make connections to the DLM ELA and Math Essential Elements through the science and engineering practices that are specified in the DLM Science Essential Elements.

Online Self-directed Module Facilitated Module Materials for Groups Instructional Strategies for Teaching DLM Science Part 1

Part 1 of this self-directed module provides an introduction to teaching science using an inquiry-based model, the 5E model.

Online Self-directed Module Facilitated Module Materials for Groups Instructional Strategies for Teaching DLM Science Part 2

Part 2 of this self-directed module provides guidance on the use of the 5E model, strategies to employ in each of the 5E model stages, and connections between UDL and the 5E model.

Online Self-directed Module Facilitated Module Materials for Groups Instructional Strategies for Teaching DLM Science Part 3

Part 3 of this self-directed module provides guidance on DLM science resources to use while planning science instruction based on the 5E model.

Online Self-directed Module Facilitated Module Materials for Groups

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Dynamic Learning Maps Professional Development

# data[].attributes.attachment_link.description
Who are Students with Significant Cognitive Disabilities? This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities.

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Video for the Writing with Alternate Pencils YouTube Link Download

Facilitators Guide (includes all guides and handouts) pdf

Agenda pdf docx

Handout 1 pdf docx

Handout 2 pdf docx

Video Transcript (with slide numbers) pdf docx

Powerpoint presentation used in the video pptx

Pre/Post Learner Assessment pdf docx

CEU Information pdf

# data[].attributes.attachment_link.title
Dynamic Learning Maps Professional Development

# data[].attributes.attachment_link.description
Video for the Writing with Alternate Pencils YouTube Link Download Facilitators Guide (includes all guides and handouts) pdf Agenda pdf docx Handout 1 pdf docx Handout 2 pdf docx Video Transcript (with slide numbers) pdf docx Powerpoint presentation used in the video pptx Pre/Post Learner Assessment pdf docx CEU Information pdf

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Video for Predictable Chart Writing YouTube Link Download
Facilitators Guide (includes all guides and handouts) pdf

Agenda pdf docx

Handout 1 pdf docx

Video Transcript pdf docx

Powerpoint presentation used in the video pptx

Pre/Post Learner Assessment pdf docx

Information for CEUs pdf

# data[].attributes.attachment_link.title
Dynamic Learning Maps Professional Development

# data[].attributes.attachment_link.description
Video for Predictable Chart Writing YouTube Link Download Facilitators Guide (includes all guides and handouts) pdf Agenda pdf docx Handout 1 pdf docx Video Transcript pdf docx Powerpoint presentation used in the video pptx Pre/Post Learner Assessment pdf docx Information for CEUs pdf

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Echolalia is a repetitive speech behaviour, where words or sounds from another source (like a video, song or previous conversation) are echoed back. You might see it incorrectly referred to as 'purposeless repetition', but it most definitely has a purpose... you just have to figure out what it is.

Just like pronoun reversal, echolalia is actually a typical part of speech development. Most kids do it at some point, they just do it at a younger age or for not quite as long. Autistic kids sometimes have excellent memories and a keen ability to learn things by rote, which is probably one of the reasons they can become really good at it.

There are two types of echolalia - immediate (repeating something that was just heard) and delayed (repeating something that was heard some time ago) - and the functions of each vary across individuals and often overlap. So let's take a look at what some of those might be.
Note: I'm talking about echolalia in autistic kids here, but of course it's not a behaviour that's unique to just kids or autism.
FUNCTIONS OF ECHOLALIA

Filling in the gaps

Sometimes when kids start to notice that conversations have a back-and-forth rhythm to them, they want to join in but aren't yet ready to understand how to do that. They know that it's their turn to say something, they just doesn't know what that something is. So they fill the gaps with stuff that sounds like it fits.

Saying yes

Kids learn to say no before they can say yes - maybe it's just easier to say or perhaps they don't hear yes modelled for them as often as no (how many times a day do you yell 'Yes, do touch that!') So for kids that don't yet have a way of saying yes, repeating 'Do you want a drink?' back to you can be their way of saying 'yes please'.

Labelling things

When language is developing, kids start out by simply repeating the sounds they hear attached to things ('backpack'). Eventually they start to break them down and see the sounds as individual words or building blocks that can be combined in different ways to mean something else (wearing the backpack on their tummy and calling it a 'frontpack'). Echolalia can sometimes just be an extension of that early labelling stage of language, with more elaborate labels created by kids who are physically able to repeat complex sounds but aren't yet able to work out which part of the sound is the relevant bit (using 'sit in your chair' to mean 'dinner').

Calming down

Routine can be comforting for autistic kids, making them feel safe and secure in a world that must often seem so random and confusing to them. Saying the same familiar sounds in a predictable way when they're anxious or scared can be a way of getting some routine amidst the chaos and calming themselves.

Stimming

Short for self-stimulation (you can also call it stereotypy although I don't know why you'd want to), it basically means anything kids do over and over to either calm or excite their nervous system. And echolalia is no different - it's a repetitive behaviour that probably just feels good.

Practice

When you learn to do something new it's fun to practice. Repeating stuff over and over is like saying 'Hey look what I can do!' - although in this case it's probably more like 'Cool I can make that popping sound with my lips, I'm going to do it three hundred times until I get it perfect'.

Having fun

Let's face it, some things are just really fun to say (I like 'skedaddle'). Most kids like to hear the sound of their own voice, and language can be fascinating to them. Have you ever seen the look on a baby's face when they realise they can make noises come out?

Processing

As an adult you've had so much practice with your native spoken language that your brain processes it instantly. Listening to a foreign language is a different story - suddenly all you hear is a cacophony of sounds which you recognise as language, but it all runs together and you have a hard time separating it into words and working out what they mean. This is what it's like for a kid who's just starting to get a grip on spoken language. They need a moment to process what was just said, to replay it and work out the meaning (or double-check that they said the right thing). For some kids this replay happens out loud instead of in their head, and this may be one of the reasons for echolalia.

Recognition and memories

Sometimes the situation can act as a prompt for recalling a memorised script. Maybe they play the same ad jingle every time you go to the supermarket, so now your son repeats it whenever he sees a shopping cart. My favourite example of this was being stuck on a ride at Disneyland in front of a Christmas tree while they looped a safety message over and over. For years after that whenever Max was given a gift he would say 'Please remain seated' in Spanish.

Communication

Some experiences can be too complex to express verbally, especially moods and emotions. So echolalic kids might choose to share these experiences by using a script instead, repeating part of a conversation (saying "now pick a brush" to tell you that they did art today) or lines from a show or movie that captured that same emotion (saying "Nemo, where are you?" when they're scared).

Protection

Echolalia can act as a buffer against the anxiety felt when sharing thoughts and feelings. For kids who have a tough time interpreting the reactions of others, and spend a lot of their time being misunderstood themselves, speaking their mind can be an overwhelming experience that leaves them feeling exposed and vulnerable. In these situations it can feel safer to use the words of another instead.

The bottom line

Looking at all those possible functions for echolalia it amazes me that anyone could ever call it purposeless. Figuring out why your kids are using echolalia will help you to communicate with them - part two looks at some ways you can do that.

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Echolalia is a repetitive speech behaviour, where words or sounds from another source (like a video, song or previous conversation) are echoed back. You might see it incorrectly referred to as 'purposeless repetition', but it most definitely has a purpose... you just have to figure out what it is.

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The key to understanding echolalia is to recognise that it's not meaningless, purposeless or mindless repetition. It's communication.

In part one of this post we looked at lots of possible functions for echolalia, now let's see how you can use it as a powerful tool for helping you to connect with your kids.

Echolalia is an interesting but commonly misunderstood behaviour. Most kids do it at some point, and autistic kids can continue with it for longer and even into adulthood. Many approaches seem to advocate finding ways to fix, control or eliminate the behaviour - but not only is this not in your kids' best interests, it's missing out on a wonderful opportunity to connect with them.

How can you help?

Don't stop it

Being able to repeat speech and sounds is an important expressive outlet for kids who might be struggling with spoken language. Taking that away deprives them of the chance to communicate their emotions, calm themselves, get the hang of conversation, practice making sounds and reduce the anxiety involved with communicating verbally.

Don't ignore it

It's easy to tune out to words that don't make any sense to you (or run and hide from phrases you've heard a zillion times), but in doing so you're missing out on a valuable opportunity to acknowledge your kids' attempts to communicate. Even if they're just having fun, isn't that something you want to be a part of?

Understand it

Figuring out why a certain set of sounds are being repeated can be a challenge, especially if they don't make any sense to you. The trick is to look beyond the words - listen to the tone, cadence and rhythm of what is being said. That might give you a better clue as to the source of the echo, which in turn will give you more context to work with. Also pay attention to the accompanying behaviour - if they're overexcited then they might be using echolalia to calm down, if they're engaged with you and enjoying themselves then they might be filling in conversational gaps.

Join in

Echolalia is an awesome way to build a communication bridge between you and your kids. If you learn their favourite scripts, you can start to participate in back and forth 'conversations' with them. Start slowly to test the waters - for some you might be interrupting and ruining the fun, but others might be delighted at finally being understood and getting a chance to connect with you on their terms.

Shape it

By slowly changing out words in a memorised phrase or script, you can help build up a lexicon of new words, show how words can be mixed and matched and help phrases generalise across contexts. So if your son likes to say "Daddy is home! Daddy is home!", try substituting the name when other people come to visit. "Nanna is home! Nanna is home!" Eventually that can be extended to "Nanna is here!" or "Jacob is outside!"

Add to it

Give echolalic kids plenty of new responses that they can add to their memory file of phrases to choose from. As you hand them a drink, say "I would like a drink". If they like to say "and then Percy raced ALL the way home!" when they're excited, you can say "This is fun!" Once you understand the reasons behind the repeated phrase, you can help them to find a more functional way to communicate that message so that others can understand them too.

Be careful with choices

Immediate echolalia is the enemy of choice making. When presented with a list of options, echolalic kids will often just repeat the last one and mistakenly give the impression that it's the one that they want. This can be very frustrating for them, as you hand them something that they never actually asked for. You can avoid this by presenting the choices again in a different order - if they still choose the last option, use visual choices instead (put the options on the table in front of them or use picture exchange).

Don't confuse each other

Echolalic kids can be excellent mimics, copying the speech patterns and intonation so accurately that it sounds like natural speech. If you're not familiar with the source of the echo, you might not even be aware that it's being repeated. You think you're having a conversation, and so you continue at hilarious cross-purposes like Abbott and Costello until they get super shitty because you're not saying it correctly. So if they suddenly get agitated while you're chatting, backtrack and see if they might be scripting.

The bottom line

Echolalia can sometimes be frustrating, confusing and even annoying... but it doesn't have to be. As parents of kids who struggle to communicate, we're often hanging out for the day that we can understand each other. That day might be closer than you think.

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The key to understanding echolalia is to recognise that it's not meaningless, purposeless or mindless repetition. It's communication. In part one of this post we looked at lots of possible functions for echolalia, now let's see how you can use it as a powerful tool for helping you to connect with your kids.

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I Can Have Conversations With You!™ - Autism app and therapy system for iPad - Download Today!

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Autism and Echolalia: Tips for Using it Productively

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"Echolalia" is the repetition (or "echo") of the exact phrases someone else has spoken. People with autism utilize echolalia because they want to engage in meaningful social interactions, but they don't have the necessary language skills. Here are some great ways how you as the parent can respond to echolalia to create more productive communication.

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Who are Students with Significant Cognitive Disabilities?

This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

Universal Design for Learning

This self-directed module provides an introduction to Universal Design for Learning as it relates to the Common Core State Standards and students with significant cognitive disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

The Common Core State Standards: An Overview

This self-directed module provides an introduction to the Common Core State Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment.

Online Self-directed Module Facilitated Module Materials for Groups

DLM Essential Elements Overview

This self-directed module provides an introduction to the Essential Elements that were developed by the Dynamic Learning Maps Consortium to provide links between the Common Core State Standards and grade specific expectations for students with significant cognitive disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

DLM Claims and Conceptual Areas

This module describes the system of Claims and Conceptual Areas that organize the DLM Alternate Assessment system. Understanding this system will support educational teams as they begin to identify instructional priorities for students with significant cognitive disabilities.

Online Self-directed Module Facilitated Module Materials for Groups

Effective Instruction in Mathematics

This self-directed module provides an on overview of the effective instructional practices for Mathematics and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

Online Self-directed Module Facilitated Module Materials for Groups

Individual Education Programs Linked to the DLM Essential Elements

This self-directed module focuses on the process of writing SMART annual goals and short-term objectives or benchmarks that are linked to the DLM Claims, Conceptual Areas, and Essential Elements. This module should be used in conjunction with information provided by each state education agency regarding IEPs.

Online Self-directed Module Facilitated Module Materials for Groups

Principles of Instruction in English Language Arts

This self-directed module provides an overview of principles of instruction in English Language Arts in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

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Math Claim 2: Students demonstrate increasingly complex spatial reasoning and understanding of geometric principles

Basic Geometric Shapes and Their Attributes

Composing and Decomposing Shapes and Area

Perimeter, Volume, and Mass

Properties of Lines and Angles
Online Self-directed Module Facilitated Module Materials for Groups

DLM Science Standards Framework Part 1

Part one of this module provides an introduction to the disciplinary core ideas, science and engineering practices, and crosscutting concepts of the DLM Science framework and the relationship of this framework to A Framework for K-12 Science Education and the Next Generation Science Standards.

Online Self-directed Module Facilitated Module Materials for Groups DLM Science Standards Framework Part 2

Part two of this module provides an overview of the DLM Essential Elements for science and the design of DLM science testlets.

Online Self-directed Module Facilitated Module Materials for Groups Science and Engineering Practices Part 1

Part one of this self-directed module provides guidance on how to engage students in the science and engineering practice that is specified in an Essential Element.

Online Self-directed Module Facilitated Module Materials for Groups Science and Engineering Practices Part 2

Part two of this self-directed module provides guidance on how to make connections to the DLM ELA and Math Essential Elements through the science and engineering practices that are specified in the DLM Science Essential Elements.

Online Self-directed Module Facilitated Module Materials for Groups Instructional Strategies for Teaching DLM Science Part 1

Part 1 of this self-directed module provides an introduction to teaching science using an inquiry-based model, the 5E model.

Online Self-directed Module Facilitated Module Materials for Groups Instructional Strategies for Teaching DLM Science Part 2

Part 2 of this self-directed module provides guidance on the use of the 5E model, strategies to employ in each of the 5E model stages, and connections between UDL and the 5E model.

Online Self-directed Module Facilitated Module Materials for Groups Instructional Strategies for Teaching DLM Science Part 3

Part 3 of this self-directed module provides guidance on DLM science resources to use while planning science instruction based on the 5E model.

Online Self-directed Module Facilitated Module Materials for Groups

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Dynamic Learning Maps Professional Development

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Who are Students with Significant Cognitive Disabilities? This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities.

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Animaker, Make Animated Videos on Cloud for free

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Animaker is an online do-it-yourself (#DIY) animation video maker that brings studio quality presentations within everyone’s reach. Animated Videos, Done Right!

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https://www.animaker.com/

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Animaker, Make Animated Videos on Cloud for free

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Animaker is an online do-it-yourself (#DIY) animation video maker that brings studio quality presentations within everyone’s reach. Animated Videos, Done Right!

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Guided notes: a system of learning within lecture

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Constructively using guided notes to process information in lectures

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AUTISM SPECTRUM DISORDERS

Autism Spectrum Disorders (ASD) are a group of neurobiological developmental disorders, which includes autism and Asperger syndrome. Autism spectrum disorders are characterized by impairments in communication and social interactions, and by repetitive and stereotypic behaviors. Other characteristics might include unusual responses to sensory experiences, difficulty with transitions, and resistance to change.

The term spectrum disorder means that the disorder can present with mild to severe characteristics. Individuals with autism can be:

highly intelligent or cognitively delayed;

highly verbal or functionally nonverbal;

"oddly" sociable or have no social interactions whatsoever;

singularly, almost obsessively, focused on one interest or appear to have no interest at all in their environment;

either over- or under- reactive to sensory input.

Asperger syndrome is similar to autism, but a child with Asperger syndrome has no cognitive delays, developmentally has a typical interest in the world and his environment, and is usually very verbal.

Students with ASD can present some particular challenges for educators. No single individual with ASD appears characteristically just like another. In addition, social interactions and communication between students with ASD and their peers and teachers may be difficult.

Stanley I. Greenspan, a pediatric neuropsychiatrist who specializes in autism spectrum disorders, refers to autism simply as a "disorder of relating and communicating."

COMMUNICATION CHALLENGES

Often students with ASD have a difficult time processing language auditorily, especially metaphors, innuendoes, and jokes. These students will struggle in a classroom environment in which much of the information is presented verbally. However, these same students sometimes have great visual memory, which can be used productively in the classroom. Students with ASD (as well as visual learners) will benefit from instruction delivered in picture icons or written sequentially.

Teachers can visually deliver instruction in the following ways:

Use multisensory delivery. Dramatic presentations, comics, PowerPoint presentations, overheads, movies, and online resources involve both auditory and visual processing.

Use color. Color-coded notebooks or colored markers and pens can help students differentiate subjects. Color can also be used to highlight directions.

Use visual cues. Schedules, calendars, timetables, and lists of items to complete can be placed on students' desks. These can take a variety of forms: written, pictures or symbols, and photos. Alphabet and number lines or mnemonic devices also provide visual cues for students. Bulletin boards, banners, posters, and flashcards reinforce content area knowledge.

Use guided notes or other handouts to help students stay focused during verbal instruction.

When information must be presented verbally, teachers can support students with ASD when they:

Demonstrate/model/act out instructions; use hand signals.

Complete the first examples with students.

Repeat instructions after allowing 10 seconds for processing time; speak slowly and clearly, modify tone and pace.

Put instructions in the same place always.

Simplify; analyze tasks and break them into small steps.

Provide extra time and resources.

Involve students in presentations.

Team teach.

Students with ASD might also need a variety of adapted materials, including:

low-vocabulary books, audio and video tapes,

AAC (augmentative and alternative communication) devices and voice output devices,

talking calculators,

educational software designed for struggling learners or children with ASD,

manipulatives,

different types of paper - textured, graph, lined papers (raised lines, colored lines and mid-lines),

sticky notes,

a variety of writing utensils: golf pencils, magic markers, highlighters, chalk holders, pencil grips, and stamps and stamp pads,

slant writing boards, recipe stands,

desk organizers

Many students with ASD are not "fond" of writing, whether they are engaged in the mechanical process itself or the slow process of translating oral language into the written word. Because so much of the curriculum output expected from students includes written work, it is imperative to have alternatives for students with ASD to demonstrate their knowledge of what has been presented in a lesson.

The following are some alternative ideas for students with ASD to demonstrate their knowledge:

oral tests

PowerPoint presentations

dramatic presentations

dioramas

graphs and diagrams

comic strips

storyboards

flow charts

sign language

Special education teachers, speech-language pathologists, and occupational therapists can be a source of ideas for other instructional methods to support students in demonstrating knowledge of specific curriculum and content standards.

SOCIAL SKILLS

Another area of concern for students with ASD is social skills - the challenge of relating to others in an acceptable manner. The social skills impairment of individuals with ASD significantly differentiates them from students with other disabilities. Instruction in these skills is imperative for students on the autism spectrum to communicate in class, build friendships, and participate in the community. Social skills impairments can be manifested in a number of ways, including:

lack of reciprocity, or the give-and-take of conversation,

inability to initiate conversation,

lack of spontaneous sharing of interests and enjoyment,

inability to take the perspective of others,

lack of appropriate social pragmatics (i.e., proximity to others, body language, vocal tone, interruptions, and responses to facial and other physical gestures),

inability to understand humor, sarcasm and innuendo,

monologues on the individuals' specific interests.

Social skills seem to "just come naturally" to typically developing children. But these skills need to be taught directly and practiced often by students with ASD.

There are several proven methods that can support social skills instruction. Often these skills are taught by speech-language therapists and intervention specialists. Some of these techniques and methods include:

social stories,

role-playing,

video modeling,

labeling and recognition of emotions in self and others,

structured small-group instruction, including typical peers for review of learning objectives, often involving games, role-playing, and discussions (example: simple peer mediation role-playing),

informal groups, such as "friends groups" or "lunch bunch," where social skills can be applied in natural settings and spontaneously facilitated for reinforcement or correction,

structured outdoor or indoor recess to apply social skills with or without facilitation and to measure for generalization of skills in a large setting.

Many of these skills can be taught for whole-class instruction. For example, as a special education consultant for a student with Asperger sydrome included in a general education fifth-grade classroom, I gave direct instruction in conflict management to that student and a couple of his classroom peers. I used scripted "conflicts" that the students role-played.

The students were given a simple sequential procedure for conflict management. After learning the procedure and acting out several scripts, they were given written prompts for which they had to come up with their own dialogue. Once the three students became proficient in the methods, we took the role-play, scripts, and prompts to the whole fifth-grade class, where all the students participated in learning the conflict management procedures. We used the same methods but in a shorter amount of time. All students, including the student with ASD, benefited from this method of instruction. This is an example of how social skills instruction can be taught, and generalized to a classroom setting.

This article has just touched on some ideas to use in the areas of communication and social skills for students with ASD. It is always necessary to read a student's IEP (Individualized Education Program) to determine the best approaches to facilitate instruction for him or her in the classroom.

BOOKS

There is a wealth of information and resources on supporting students with ASD in the classroom. Some good titles for social skills instruction include:

Gajewski, Nancy, Polly Hirn, and Patty Mayo. Social Skills Strategies: A Social-Emotional Curriculum for Adolescents, Thinking Publications, 1998.

Gray, Carol. Comic Strip Conversations: Illustrated Interactions that Teach Conversation Skills to Students with Autism and Related Disorders. Future Horizons, 1994.

Gray, Carol. The New Social Story Book. Future Horizons, 2000.

Gray, Carol. Social Stories and Comic Strip Conversations: Unique Methods to Improve Social Understanding. Future Horizons, 1998.

Moyes, Rebecca A., Incorporating Social Goals in the Classroom: A Guide for Teachers and Parents of Children with High-functioning Autism and Asperger Syndrome. Jessica Kingsley Publishers, 2001.

McAfee, Jeanie. Navigating the Social World: A Curriculum for Individuals with Asperger's Syndrome, High Functioning Autism and Related Disorders. Future Horizons Inc., 2000.

Winner, Michelle Garcia. Thinking About You Thinking About Me. Jessica Kingsley Publishers, 2003.

Online Resources

Here are some web sites that may help you understand more about autism spectrum disorders as well as sites directed at teachers.

Autism Spectrum Disorders (Pervasive Developmental Disorders)
A 41-page booklet, available online and downloadable, from the National Institute of Mental Health describes ASD, its prevalence, and its diagnosis in children. The readable text also covers adolescents and adults.

Facts About ASDs
This web page on the Centers for Disease Control and Prevention (CDC) site concisely covers types of ASDs, signs and symptoms, treatment, and diagnosis.

Life Journey Through Autism: An Educator's Guide
This guide along with a guide to Asperger syndrome is published by the Organization for Autism Research. The guides provide teachers and other education professionals with a plan for teaching a child with autism or Asperger syndrome in the general classroom setting.

Strategies to Help Students with Autism
The many characteristics of children with autism spectrum disorder, the extreme diversity among these children, and strategies to work effectively with them are included in this article written for both special and general education teachers. This is one of several articles on autism available to nonmembers on the Council for Exceptional Children web site. See also Practical Suggestions for Teaching Autism.

Teaching Tips for Children and Adults with Autism
These 28 tips are drawn from the experiences of Temple Grandin, a Colorado State University professor of animal science, the author of several books, and a frequent speaker on growing up with autism. One of Grandin's books is titled Thinking in Pictures and Other Reports from My Life with Autism.
This article was written by Ann Pilewskie. For more information, see the Contributors page. Email Ann at Copyright August 2009 - The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0733024. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. This work is licensed under an Attribution-ShareAlike 3.0 Unported Creative Commons license. beyondpenguins@msteacher.org.

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Some Ideas for Instructing Students with Autism Spectrum Disorders - Icebergs and Glaciers - Beyond Penguins and Polar Bears

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Autism Spectrum Disorders (ASD) are a group of neurobiological developmental disorders, which includes autism and Asperger syndrome. Autism spectrum disorders are characterized by impairments in communication and social interactions, and by repetitive and stereotypic behaviors. Other characteristics might include unusual responses to sensory experiences, difficulty with transitions, and resistance to change.

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"Presume Competence"- What Does That Mean Exactly? by Emma's Hope Book When my daughter was first diagnosed at the age of two and a half, presuming competence was not a concept I was...

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Please take a look at this blog as it is full of gifts for helping us remember the people we work with deserve our respect and encouragement.

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Today I wanted to share of some of my favorite posters and memes from social media sites that relate to supporting AAC users and AAC implementation. A few months ago, Rachael Langley AAC Specialist, created this fabulous subway style poster of inspiration to hang in the classroom (click here or on the poster image for link to high resolution PNG file from dropbox. Thank you for sharing Rachael!):

I liked this one so much I made an adapted version for my own home (with Rachael's permission of course!) with PhotoShop and a little kraft paper card stock ( click here or on image for link to PDF).

Another poster I love is this "Getting AAC Users COMMUNICATING" AAC Boot Camp chart of do's and don't do's by Lauren S. Enders, MA, CCC - SLP. Lauren is an SLP, AAC, AT specialist guru extraordinaire with one of the largest AT / AAC treasure trove pinterest archives ever as blogged about previously here in my series on our love of core vocabulary. It doesn't matter whether the AAC system is low tech or high tech, there are valuable reminders about the importance of modeling language, presuming competence and giving adequate wait time when in a communicative exchange with an AAC user.

~KVS
"For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future." ~Jeremiah 29:11.
Hello again blog. Time for an update.

Since my last post, I have taken a few more online graduate level courses. In summer 2015, I took AAC for Individuals with Autism Spectrum Disorders and Using Mobile Technology for Augmentative Communication both as electives from the University of Illinios Chicago Assistive Technology Certificate Program.

In summer 2016, I am taking another course online from Bowling Green State University in preparation for either obtaining the Graduate Certificate in Assistive Technology or maybe a full masters degree.

As part of my latest class, I have discovered Prezi. I am smitten! As someone who thinks visually, this concept has me thinking of all kinds of ways to use this tool for presenting information. One assignment was to create a technology resource presentation. I choose to make a Prezi of a " Few of My Favorite AAC Things... "

~KVS
"For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future." ~Jeremiah 29:11.
Hello blog. How I have missed you.

Seeing all the Facebook and tweets about ATIA2015 has made me open the wordpress! It's a great time to write again. I am in my 4th semester of graduate school at BGSU. I am doing an online masters program in Assistive Technology. I love it so far.

On the AAC front, its once again time to re-evaluate and fine tune the current AT and AAC needs of my Gilly Bean. When Gilly first began her AAC journey, we utilized the pediatric speech and language pathology department of C.S. Mott Children's Hospital at the University of Michigan. Her first device was a DynaVox Maestro funded by our private medical insurance in 2010. It is now known as the "Take a Bath" talker. No we don't let it get wet, but the most often phrase it now utters is "TAKE A BATH." The Maestro is in the perfect and convenient location to say "Take A Bath" on the way upstairs to a beloved sensory escape of bath time for Miss Gillian.

Even with insurance funding most of the cost of the device, we were still responsible for about 20% of the cost which was paid off over 18 months thanks a zero cost zero% loan made available to families by the then singular DynaVox Corporation (DynaVox is now Tobii DynaVox after their merger). So needless to say, though now not used as a portable dedicated AAC speech device for Gillian, it now sits as a sort of 'extra windows workstation' / 'take a bath requester' on the desk in our dining room. It still functions well as a talker when needed, but probably more so now is a spare Facebook browser, Spotify broadcaster (great speakers for that), and email checker. It maybe could be labeled as the first entry in our living AAC museum of sorts. Sometimes our first generation iPad is sitting nearby getting charged up, a likely second entry soon to the living AAC museum.

When we moved to a different school district about 18 months ago, Gilly also began a center-based ABA program. Together with our school team and our BCBA/SLP, we made the switch to Proloquo2Go on an iPad mini. The Maestro was too heavy for her to ever carry around with much ease, so we really wanted to try an AAC app on the iPad mini. Because she had been using modified Gateway 40 on the Maestro, what I essentially did was 'reconstruct' her Maestro vocabulary as closely as possible based off of 'core' in Proloquo2Go. She did very well with the transition and within a month, we were no longer using the Maestro, but still made it available in a dedicated location. It gradually became the "Take a Bath" talker.

Here is a screenshot of her Maestro homepage based on Gateway 40:

Here is a screenshot of her Proloquo2Go homepage based on her Maestro page set:

For Proloquo2Go, I used 6 columns by 6 rows to result in a similar button size when the iPad was used in either portrait or landscape. This system has been working well for her the past 18 months. She navigates pages easily and knows the location of vocabulary. She is brilliant at receptive ID activities, also the tacts, mands and fill-ins of her ABA program. But we are all still noticing something: She is not reliably building two word phrases and sentences. Most of her use of the device is still predominantly single object requests and occasionally comments.

~KVS
"For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future." ~Jeremiah 29:11.
New things keep happening with Larry. Gilly is very attached to all things VeggieTales, especially Larry the Cucumber. She is loving the keychain sized Bob and Larry and takes them everywhere...even to school.

Last week she spontaneously spelled 'Big Idea' using her Bob and Larry keychains and plastic letters. This week she let her teacher know that she was very sad to not have Bob and Larry with her in the classroom. Each morning Bob and Larry are left with the school secretary in the office for safe keeping so that Gilly doesn't get distracted during the day. There was a morning this week that she just was having the toughest time leaving them there. This is what she spontaneously typed on her DynaVox a few moments after the difficult parting in the office:

She also would not leave the office until she kissed Larry goodbye. Her teacher sent me a screenshot of her AAC message via text message. It made me cry! So cool for her to express herself in that way about her sadness. I had to share it with the hubby:

Earlier this fall, the class made little books to help others learn about their likes and dislikes called "In a nutshell-." Larry / aka Mr. Pickle was front and center on the cover of her booklet:

Gilly loves Bob and Larry. She has them with her all the time. "Mom! no paparazzi please!"...

~KVS
"For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future." ~Jeremiah 29:11.
In case you didn't already know-our house is a 'Bob and Larry' house, or 'Big Idea' house. From silly songs to books and DVDs, we are big time connoisseurs of all things .

Larry the cucumber has especially been a buddy of Gilly for a few years now. So much so, that she adopted a musical 'hot pickle' game as her favorite friend and comfort object. She would take " Mr. Pickle" (as we called him-because 'he's a pickle and not a cucumber') everywhere she went. "Carrying around stuff" has always been a Gilly trademark. Holding objects or fidgets can be a source of regulation and comfort for individuals living with autism. When fidgets are kind of over sized, like 'Mr. Pickle' (who is a good ten inches tall), finding something a little smaller may be more convenient.

I was able to find keychain-sized VeggieTales backpack clips for Gilly. I ordered them hoping they could become her 'on the go' fidget pals. They arrived just last week. After I showed them to Gilly she wanted to carry them around the house with her right away....a good sign.

Next, she put Larry and Bob side by side on the floor-just as they appear in the Big Idea logo. Gilly then grabbed a box of plastic letters off the shelf and dumped them on the floor. She grabbed the B...then the I....then the G....and placed them on the right side of Larry and Bob. What was going on here? Next came another I...and the D...and the E....and A. "B...I...G - I...D...E...A" she spelled on the floor-just like the logo.

She spelled this out spontaneously. Gilly had never done this before. She spelled out "BigIdea" because of watching VeggieTales since she was a toddler. Check out this opening video sequence:

So what's the 'big idea'? She's a speller! Gillian is learning from observing her environment even when we are not 'directly teaching' her. Can I just say.....We love Veggie Tales.

~KVS
"For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future." ~Jeremiah 29:11.
This morning I was enjoying a post called "How do you know?" by Stephanie Ekis, MS, CCC-SLP on autism-community.com. Sometimes knowing when and how a user should be a candidate for communication technology can be a tough question to answer. Depending on who you ask- you may get a variety of answers. There are two concepts that can help along the journey of finding the answer: 'presuming competence' and the 'least dangerous assumption.'

What is Presuming Competence? (excerpt from source: Douglas Biklen: "Begin by presuming competence").

Can you explain the concept of "presuming competence" and how it relates to inclusive education?
When Anne Sullivan first worked with Helen Keller, she approached her with the presumption that she was competent, that Helen's problem emanated from her not having an effective means of communication. Even before Anne began to work with Helen, there was evidence of her desire to communicate-she used pantomime to show her interest in making ice cream or wanting toast with butter. But it was Anne's introduction of spelling and words that proved liberating for Helen.

The principle of "presuming competence," is simply to act as Anne Sullivan did. Assume that a child has intellectual ability, provide opportunities to be exposed to learning, assume the child wants to learn and assert him or herself in the world. To not presume competence is to assume that some individuals cannot learn, develop, or participate in the world. Presuming competence is nothing less than a Hippocratic oath for educators. It is a framework that says, approach each child as wanting to be fully included, wanting acceptance and appreciation, wanting to learn, wanting to be heard, wanting to contribute. By presuming competence, educators place the burden on themselves to come up with ever more creative, innovative ways for individuals to learn. The question is no longer who can be included or who can learn, but how can we achieve inclusive education. We begin by presuming competence.

What is The Least Dangerous Assumption? (excerpt from source: Kate Ahern: Living the Least Dangerous Assumption).

We live in a land of prerequisites and accountability, which leaves little room for " The Least Dangerous Assumption" as pioneered by Anne Donnellan and clarified by Rossetti and Tashie (2002). The least dangerous assumption is, of course, the premise that (in the absence of evidence) we believe we not yet found a way to make it so a child or adult with a disability "can" instead of believing he or she "can't".

The issue, sadly, sometimes becomes that making the least dangerous assumption and thus presuming competence uses resources (time, money, energy). We must come to understand that refusing to presume competence is, in the long run, more costly than making that least dangerous assumption.

A New Paradigm (excerpt source from Stephanie Ekis: How do you know?)

In an article written by C. Jorgensen (2005), she proposes a new paradigm in the area of disability and competence. She found that often times if the child's support team wasn't sure what the child was capable of, it was presumed that the child could not (and never would be able to) learn to communicate. Jorgensen advocates that setting high expectations should be the basis for decision making regarding educational programming. In addition, Jorgensen believes that decisions made based on high expectations will lead to a higher quality of life in both school and beyond.

Check out this presentation entitled "The Least Dangerous Assumption", Cheryl Jorgenson, Ph.D.:

Aim high with those expectations. Presume competence in those who are differently-abled. A paradigm shift can make all the difference in long term outcomes.

~KVS
"For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future." ~Jeremiah 29:11.

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Today I wanted to share of some of my favorite posters and memes from social media sites that relate to supporting AAC users and AAC implementation. A few months ago, Rachael Langley AAC Specialist, created this fabulous subway style poster of inspiration to hang in the classroom (click here or on the poster image for link to high resolution PNG file from dropbox.

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Perspectives from a Behavior Analyst

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Bonding With The Autistic Child- A Fool-Proof Plan To Get The Most Progress, And The Most Cooperatio

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Awesome visual supports and information for emotional regulation and coping.